Technology in education has been changed the culture of teaching and learning strategies. Teaching and learning theory is the primary basis for reference in carrying out teaching and learning activities. Learning using mobile apps is still new and has not been recognized by the education ministry as an effective learning aid. However, there are…

There are many reports that identify the communication of persons with deafblindness. These reports are descriptive in nature, highlighting comprehension, gesture development, communication actions (that is, forms) and purposes (that is, functions), and the collection of verbal skills. This report extends the literature with an in-depth…

Fifteen undergraduates were trained to identify abstract forms in response to manual sign, CVC (consonant vowel consonant) sense syllables, or combined manual sign plus CVC nonsense syllables. Results suggest that facilitative effects of manual sign labels upon comprehension may be due to the iconic relationship between signs and their referents.…

Research is reviewed on the Makaton Vocabulary, a sign lexicon used with severely communicatively handicapped pupils. It is concluded that the lack of published teaching strategies tends to perpetuate an oversimplified teaching formula. (CL)

Gestural cueing may be used successfully with children who do not require exposure to a sign or total communication approach. Emphasizing cueing in both the training and generalization phases of language learning, this article discusses specific learning activities, the effect of motor components on language, and procedures for using gestural…

The report describes activities and accomplishments of a project examining facilitative effects of manual signs on oral language comprehension of communication disordered but normal hearing students. The initial section details background and pre-grant studies leading up to the project effort. Studies touched upon such aspects as presentation…

Immediate and one-day posttest measures were obtained from 20 nonhandicapped seven and eight year olds in a paired-associate transfer of training task using manual signs and Bliss symbols (often used with non-speaking persons). Results showed no overall difference between signs and symbols in number of correct responses on either the immediate or…

The Communication Record is described as a system for gathering and sharing critical information concerning the communication impaired student's sign language performance. Sharing information on specific sign system, instructor mode, concept content, response mode, and key environmental variables can ease the transition into new placements.…

The article reviews issues related to the cognitive styles, processing modes, and learning strengths and weaknesses that should be considered when selecting augmentative and alternative communication techniques for persons with autism. Stressed is the need to change communication techniques to accommodate the expanding needs and capabilities of…

The entire deaf prison population in the state of Texas formed the basis for this research. The linguistic skills of prison inmates were assessed using the following measures: (1) Kannapell's categories of bilingualism, (2) adaptation of the diagnostic criteria for Primitive Personality Disorder, (3) reading scores on the Test of Adult Basic…

This bibliography covers alternative and augmentative communication and includes English-language citations for books, journal articles, and conference proceedings. The list contains over 400 citations, organized in alphabetical order by author, with references to publications dated from 1973 to 1986. Each bibliographic entry is coded for the…

This study examined keyword signing (KWS), a communication approach used with nonspeaking individuals. Acoustic measures and judgments of 20 adult listeners were used to evaluate KWS and Spoken-Only narratives. KWS narratives were produced with a slower articulation rate, because of increased pause and speech segment duration and increased pause…

Presents evidence showing that there is no need, in planning or implementing a language program for a retarded child, to exclude nonoral communication. Concludes that consistently supplementing spoken language with nonoral communication systems will not inhibit spoken language development but may well facilitate spoken language by providing a…

Two studies examined cross-modal transfer of sign language performance in 11 and 12 children (ages 6-17) with speech, language, or hearing disorders and mild to moderate retardation. Findings indicated that transfer from receptive to productive signing required explicit training, particularly of complex forms. (CL)

The mother of a young head injured nonverbal child describes ways used to increase the child's communicative ability including gestures, sign language, and communication boards. (DB)